Enrolments for 2018 have closed.
Inquiry in the Mathematics Classroom
Undergraduate | CUR-EDP343 | 2018
Course information for 2018 intake View information for 2024 course intake
Develop a social constructivist approach to teaching and learning mathematics. Deepen your understanding of geometry and measurement, and statistics and probability strands of the curriculum. Demonstrate how these can be applied to everyday life
- Study method
- 100% online
- Assessments
- 100% online
- Entry requirements
- Part of a degree
- Duration
- 13 weeks
HECS-HELP and FEE-HELP available
Inquiry in the Mathematics Classroom
About this subject
At the completion of this subject students will be able to:
- demonstrate increased personal numeracy skills with particular reference to the Geometry and Measurement strand, and the Statistics and Probability strand of the Australian Curriculum: Mathematics
- appraise the effectiveness of a range of technologies and resources for learning mathematics and to incorporate these in designing learning sequences and lesson plans
- evaluate teaching strategies for helping children learn about Geometry and Measurement, and Statistics and Probability, as part of developing children's numeracy
- analyse how key concepts of the Geometry and Measurement strand and the Statistics and Probability strand can be applied in, used to interpret aspects of everyday life
- investigate and critique best practice for teaching and assessing Geometry and Measurement, and Statistics and Probability through the proficiencies of problem solving and reasoning.
- Measurement - teaching through an inquiry and problem solving approach
- Measurement - Understanding attributes and understanding units. Selecting diagnostic tasks
- Measurement - Direct measure
- Measurement - Indirect Measure
- Measurement - Estimation and Application
- Data handling - using the PCAI Cycle in a problem based inquiry oriented classroom
- Data Handling - practical considerations and data representation
- Probability - experiential, experimental,and theoretical probability. Development through the use of games. Links to data handling cycle
- Geometry - Links to measurement. Using inquiry and problem solving approaches
- Geometry - 2D shapes
- Geometry - 3D objects
- Geometry - Transformations, symmetry, location
- Unit Review and presentation of Child Study
Participants will continue to develop a social constructivist approach to teaching and learning mathematics, based on social cultural theories and their application to learning environments. There is an emphasis on the deep understanding of the Geometry and Measurement strand and the Statistics and Probability strand of the Australian Curriculum: Mathematics. There is continued development of teachers' mathematical content knowledge with particular reference to knowledge of spatial and measurement concepts for effective teaching, as well as those related to data handling, statistics and probability. Development of pedagogical content knowledge is centred on the investigation of appropriate use of a wide range of technologies and manipulatives and their application to learning and teaching. The main topics are 2D figures, 3D objects, transformations, symmetry, location, arrangement and direction, measurement attributes, standard and non-standard subjects, process of learning to measure, different types of probability, and data collection, organisation, representation and analysis. This subject emphasises the National Graduate Teaching Standard 2 - Know the content and how to teach it and the National Graduate Teaching Standard 3 - Plan for and implement effective teaching and learning.
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- Report (50%)
- Portfolio (50%)
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Entry requirements
To enrol in this subject, you must be admitted into a degree.
Prior study
You must have successfully completed the following subject(s) before starting this subject:
Others
You don't have to enrol in this subject if you have completed EDP245 Mathematics Education 2 as they are considered equivalents.
Additional requirements
No additional requirements
Study load
- 0.125 EFTSL
- This is in the range of 10 to 12 hours of study each week.
Equivalent full time study load (EFTSL) is one way to calculate your study load. One (1.0) EFTSL is equivalent to a full-time study load for one year.
Find out more information on Commonwealth Loans to understand what this means to your eligibility for financial support.